www.tie.net presented by: sherry gettemy. as a math coach for my district, i have used the...
TRANSCRIPT
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Differentiating Math Instruction
Presented By: Sherry Gettemy
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What Teachers have to Say About this Book
As a math coach for my district, I have used the Differentiating Math Instruction a great deal. I work with grade levels K-8, and found many useful ideas to share with my teachers, in helping them prepare instruction for all levels of students. It not only has impacted my teaching and thinking, but also those of others I coach.
Joni SasseDistrict Math CoachShannon Co. School District
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What Teachers have to Say About this Book
Differentiated instruction is not creating 20 different lessons for 20 students. It is actually small, simple tactics that can be immediately applied in every classroom.
Lindsey Aberle6th Grade Special EducatorLead-Deadwood Middle School
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What Teachers have to Say About this Book
Differentiating Math Instruction has given me a new lease on math interventions. I am the title teacher at a small school and have used several of the strategies presented in the book. It was also nice to reaffirm some of my teaching strategies, as the book also gives some of the research behind the techniques. I also do weekly data meetings in which I share differentiated instructional techniques with the staff. The book has something for everyone, and our district is going to do a book study on it next year.
Jennifer McMillinTitle Teacher
Oelrichs School 23-3
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Highlights
• “Teaching Tactics”– Instructional ideas in math that involve more
complex instructional procedures. These strategies represent the most effective way to differentiate within the math class and thereby meet the needs of all the students.
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Highlights
• “Ideas From Teachers” – Offers real-world differentiated instructional applications that teachers have suggested over recent years.
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Highlights• “Web Site Reviews”– These are available to enhance your instructional
efforts in math. The links provided will help you in your move toward a more differentiated math class.
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Chapters
• Chapter 1: The Mathematical Brain and High-Impact Teaching
• Chapter 2: Differentiated Instruction and Response to Intervention in Mathematics
• Chapter 3: Differentiating for Primary and Elementary Math• Chapter 4: Differentiating for Deep Conceptual
Understanding• Chapter 5: Differentiating with Learning Strategies• Chapter 6: Differentiating in the Middle Grades
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The Intelligences
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The Intelligences
Linguistic: One’s ability to use and manipulate language
Bodily/Kinesthetic: One’s sense of one’s body in space, and one’s ability to move one’s body through space
Logical/Mathematical: One’s ability to understand logical propositions; one’s “number sense”
Musical: One’s ability to understand the structure of music as well as the rhythms, patterns that make up music
Spatial: One’s ability to interpret spatial relationships, or to cognitively manipulate spatial relationships
Interpersonal: One’s ability and skill at influencing others, reading subtle facial or bodily cues, and getting along with others.
Intrapersonal: One’s sense of self, including awareness of one’s self and satisfaction with one’s self overall
Naturalistic: One’s ability to perceive relationships in the natural environment, to perceive categorical distinctions and various classifications, as well as the relationships between the classifications
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Multiple Intelligences Driving our Instruction
• Take Multiple Intelligences Survey– http://surfaquarium.com/MI/inventory.htm
• Group with the people who share the most dominant intelligence as you.
• In small groups discuss what you do in your classroom to reach students with this particular intelligence. Be ready to share out in large group.
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Sample Ideas for Teaching Using Multiple Intelligences
• Spatial Intelligence: Visual aids such as manipulatives or representations of concepts
• Interpersonal Intelligence: Group work by turning to a partner and explain a particular concept
• Bodily/Kinesthetic Intelligence: Movement along a number line or musical fraction squares
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Musical IntelligenceTo the tune of Mickey
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A Few Brain-Compatible Guidelines for Math Instruction
• Less is more• Present Information at 3 levels– Concrete– Pictorial or representational– Abstract
• Teach math facts to a high level of automaticity BUT with understanding.
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The Guess, Assess, and Tear Out Tactic
• Guess which students have the concept• Assess those several students with one or two
quick questions• Tear Out of the class a small instructional
group of those who will perform an alternative instructional activity
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Copy, Cover, Compare Tactic
• Student is presented a flash card• Student copies the equation while saying it
aloud• Student covers the problem and then writes
the equation from memory• Student compares the two written equations
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Steps in Developing Early Math Skills
• Level 1: Children use objects as a model for addition or subtraction
• Level 2: Children use the “count on” method by counting onto the addend, and in using this method do not need concrete objects in order to solve the problem.
• Level 3: Children “chunk” (mentally regroup the numbers) the information together to get a total.
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How Technology Can Help with Differentiation
The National Library of Virtual Manipulatives– http://nlvm.usu.edu/